Delta-Phi: Jurnal Pendidikan Matematika, vol. 1, pp.

46–50, 2023
Received 23 Feb 2023 / published 30 Apr 2023
https://doi.org/10.61650/dpjpm.v1i1.199

The Effect of Differentiated Learning

on Improving Student Learning
Outcomes
Aguanda1, Agus Setiawan2, M. Saidun Anwar3, Muhammad Rafli Faishal Wardana 4, and Rebecca
Alicia Yambasu5
1. Universitas Ma’arif Lampung, Indonesia
2. Universitas Ma’arif Lampung, Indonesia
3. Universitas Ma’arif Lampung, Indonesia
4. Universitas Muhammadiyah Malang, Indonesia
5. University of Liberia, Afrika
E-mail correspondence to: [email protected]

students find it difficult to understand material mathematics (Chen,

Abstract
2018; Francis, 2015), especially in student vocational school (Fu, 2018;
This research aims to obtain objective information and examine Landa, 2016), Which generally still has low reasoning. So, learning
differences in the abilities of reasoning mathematical students who study methods are needed that can facilitate students' understanding of
with method learning differentiate assistance with RME-based matrix concrete situations (Aljaser, 2019; Prast, 2018), for example, by
teaching materials from students who use conventional methods. This implementing learning using a Realistic Mathematical Education
research uses a quantitative approach with experimental research approach or abbreviated RME. In mathematics, There is a number of
methods pseudo (quasi-experiment) with type non-equivalent control ability that should mastered by the student (Scott, 2016; Sun, 2018).
groups design. The study was carried out in the even semester of the Wrong, the only one is ability reasoning. Reasoning is defined as a
2022/2023 academic year in the mathematics subject matrix material. The
process of thinking to find connections between known facts so that
subjects in the research involved students of class XI APHP at SMK Negeri
conclusions can be reached (ASB Lestari et al., 2023; Lai et al., 2020).
2 Metro Lampung consisting of class XI APHP 1 as the experimental class
and XI APHP 2 as the control class. In the study, the data collected used test Reasoning in mathematics is the process of thinking logically about
beginning (pretest) and the final (posttest) given to the experimental style, mathematical objects to conclude (Attwood, 2020; Steinbauer et al.,
and the control class consisted of 4 essay questions. The statistical data 2021). Mathematics material taught since vocational school is Wrong.
obtained were normality, homogeneity, and hypothesis tests, which were The only one is Matrix (Burga, 2022; Jackson, 2021). Matrix Also No
processed using the SPSS 16.0 program. Based on the results of the
regardless of need ability reasoning student (Choirudin et al., 2021; U
hypothesis test, a significance value (2- 2-tailed) was obtained of 0.000.
Zahroh et al., 2023). Process learning (Triono et al., 2023; Usmiyatun et
Therefore, the significance value was <0.05, so it can be concluded that the
al., 2021), especially in Elementary schools (Fikri et al., 2023; Yuniwati et
results of this research show that there is an influence of differentiated
learning assisted by RME-based matrix teaching materials on mathematical al., 2023), is generally implemented passively (Darmayanti et al., 2023;
reasoning abilities. class XI APHP student at SMK Negeri 2 Metro Lampung.
Safitri et al., 2023; Vedianty et al., 2022), where teachers reveal material
using the lecture method while students listen (Santiago et al., 2023), as
Keywords: Differentiated learning; Mathematical ability; RMS. a result, students quickly feel bored and bored.
Therefore, the Minister of Education and Culture, Mr. Nadiem
Makarim, issued a learning concept called "Freedom to Learn", namely,
freedom to think and innovate. "Freedom of Learning" focuses on
Introduction students being free to learn independently and creatively, while the
One of the subjects with a low success rate is mathematics. This is teacher is only the driving force in learning (Rizki et al., 2022; Sugianto,
proven by the results of tests carried out by PISA or the Program for Cholily, et al., 2022a). In line with the "Freedom of Learning" policy,
International Students Assessment in 2018, where Indonesia was which focuses on students, teachers must also pay attention to
ranked at the bottom (Kattan, 2003; Yan, 2003; Zhou, 2017). students' diversity of character and abilities in the classroom. To address
Mathematics is an exact science with abstract study objects and is this, differentiated learning can be applied. Differentiated learning
related to reasoning (Dack, 2019; Haugen, 2017). Because the thing of assumes that every child has the opportunity to learn according to
mathematics study is abstract (Pozdeyev, 2018; Varum, 2011), many himself.

© 2023 Aguanda et al (s). This is a Creative Commons License. This work is licensed under a Creative Commons
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 Aguanda et al.: The effect of... Delta-Phi: Jurnal Pendidikan Matematika, 1, 46-50, 2023

Differentiated learning is the implementation of learning that indirect evidence.

adapts to the interest or interest of the student, style of learning, and
students' learning readiness to achieve improved learning outcomes. Research Method
Differentiated learning is not learning that differentiates between The quasi-experimental method, also known as Quasi-experimental,
individual students but rather understanding the strengths and is used by researchers as a research method. Researchers used a
learning needs that students need to know independently (Ahmed et "nonequivalent control group design " research design, which used two
al., 2021; Darmayanti et al., 2022). This research aims to obtain class groups, namely the experimental group and the control group 15.
accurate information and examine its different abilities in reasoning The difference between these two classes lies in the treatment given
mathematically. It is owned by students who carry out differentiated during the learning process, where the practical class uses differentiated
learning, assisted by RME-based Matrix teaching materials with learning methods assisted by RME-based Matrix teaching materials. In
students who carry out conventional learning. contrast, the control class uses conventional methods. Researchers
carried out research at SMK Negeri 2 Metro Lampung from February 4,
Theoretical Study
2023, to February 25, 2023. Subject selection was carried out randomly
Lesson Study activities by taking two classes as classes. Experiment And class control. The class
experiment is class XI APHP 1, which consists of 27 students and the Time
Differentiated learning is defined as learning that sees that student
and Control class is class XI APHP 2, which consists of 25 people students.
As different And dynamic different here. It means every student has
other characters, as well as their interests and needs in learning" 8. Researchers collect data for research needs using tests and
“Differentiated learning is learning that provides opportunities to grasp supporting documentation. The test was carried out before and after
concepts, process ideas, and improve results from diversity students in being given the treatment-shaped question pretest And posttest. There
in class" 9. So, The conclusion is that differentiated learning is an is 4 four-question test, Which is shown in the form of a description with
adapted learning method to Study every student. There is 3 element covers indicator reasoning mathematically. At the same time,
That differentiated into differentiated learning to meet students' documentation consists of documentation of Photo activity learning,
readiness and learning needs. These 10 3 elements consist of (1) lesson plans, as well as documentation of learning outcomes for
Content differentiation, namely providing various learning materials students.
and activities with various levels of performance that are modified and Data study obtained from mark pretest & posttest from class
adapted to student needs; (2) Process differentiation, referring to how experimental and control class. After the test results data on the
to teach lessons based on student's learning styles and needs; (3) question instrument is received, it is then analyzed to find out the results
Product differentiation, related to students' ways of expressing and of validity, reliability, level of difficulty of the questions, and the
expanding their understanding which can be done in various forms. differentiating power test.
Before implementing differentiated learning, a diagnostic assessment
is first given to the students. Diagnostic tests aim to determine the Validity Test
weaknesses students have so that later they can be given treat Which in Validity Test An instrument that can measure what it wants to
accordance to overcome these weaknesses 11. Diagnostic assessment measure is said to be a valid instrument 16. Validity test results were
can be interpreted as an assessment carried out as a first step to obtain obtained using coefficient correlation “Pearson product-moment" help
information regarding students' abilities, the mistakes and learning IBM SPSS Statistics 16. A question is said to be good if the calculation is
difficulties they experience, as well as what they are experiencing. The greater than the table using a significance level of 5% or 0.05. The data
cause. analysis technique for testing hypotheses uses the t-test, which was
previously carried out first by normality tests and homogeneity tests on
RME Based Matrix Teaching Materials
the pretest and posttest scores of experimental class and control class
Teaching material is a collection of material on a particular topic students.
that is arranged in a coherent manner that contains competencies that
students will master after learning."12" A matrix is a rectangular Readability Test
arrangement of numbers arranged in rows or columns bounded by Reliability is the test decision results test. An instrument study is called
brackets". “RME or Realistic Mathematical Education is learning that reliable If the result is relatively The same, although Already been used a
begins with giving a problem that can with easy for students to number of times. To measure the reliability of the instrument using
understand because it is close to the environment around students, Cronbach's Alpha calculations with the help of IBM SPSS Statistics 25.
this learning emphasizes process skills in solving issues presented Questions are reliable if the results of Cronbach's Alpha > 0.6.
independently."13 So, RME-based matrix teaching materials are a set
Normality Test
of materials about matrix Which arranged in a way systematic with use
realistic approach or linked circumstances real around student so that To find out whether the data is normally distributed or not, this is
easier understood connecting known facts to reach conclusions. In done using use test normality. Data used is data pretest and posttest of
mathematics, mathematical reasoning is defined as the stage of students from the two classes used. In this research, the Shapiro-Wilk
thinking to make mathematical decisions based on existing facts or test was carried out for normality testing assisted by IBM SPSS Statistics
data, as well as relevant concepts and methods 14. 16. A significance level of 5% or 0.05 was used. The normality test
Sumarmo stated that there are several indicators related to provisions are as
mathematical reasoning abilities. These indicators consist of (1) being
Homogeneity Test
able to draw logical conclusions, (2) being able to provide explanations
with models, facts, properties and relationships, (3) being able to The homogeneity test aims to determine whether or not the
predict answers and solutions to problems, (4) being able to analyze variance of the data used is the same. Data calculations for this
mathematical situations using patterns And connection because homogeneity test use the Analyze Compare Means - Oneway Anova
consequence; (5) Capable compile And study conclusion; (6) Able to formula with the help of IBM SPSS Statistics 16. The data tested for
compose valid arguments; and (7) Able to prepare direct evidence and homogeneity are the results of the pretest and posttest of the
47
 Aguanda et al.: The effect of... Delta-Phi: Jurnal Pendidikan Matematika, 1, 46-50, 2023
experimental class control class, with a significant value of 5%. The different learning needs among students. In the second plan, the model
homogeneity test decisions are as follows. teacher presented the design of the Mathematics learning device (RPP)
according to the first plan. Partner lecturers and teachers provide input
Hypothesis Testing
for improvement so the lesson plans offered become joint works of
Test hypothesis done To know if there is a significant difference partner teachers and lecturers to be given to students. The learning
between the two samples studied with a significance level of 5%. Test media used are laptops, LCDs, PowerPoint Slide Shows, books/reference
the idea using the t-test with the Analyze-Compre Means Independent materials, Student Worksheets (LKPD), whiteboards, and markers.
T-Test formula assisted by IBM SPSS Statistics 16. The result is that if
The learning model used is problem-based learning and discovery
the sig ( 2-tailed ) is less than 0.05, then the decision is Ha accepted and
learning with a scientific approach. At the beginning of the learning
H0 rejected.
activity, students are divided into groups with diverse abilities in the
Results and Discussion hope that there will be collaboration between members. Starting from
the prepared LKPD, students collaborate to complete it. By
The quasi-experimental method, also known as Quasi-
collaborating, students observe, ask, try and process data. LKPD is to
experimental, is used by researchers as a research method.
guide students to find conclusions according to learning objectives.
Researchers used a "nonequivalent control group design " research
Submission of apperception at the beginning, the formation of groups,
design, which used two class groups, namely the experimental group
and the distribution of worksheets affect the classroom management
and the control group. The difference.
model during learning. As a facilitator, the teacher guides each group to
In this activity, what students did in almost all groups was mixing ensure a learning process and mutual collaboration between group
various objects, especially objects that were liquid and had a soft members. Henceforth, in the presentation session of group discussion
texture, in one container. This shows the student's need for more results, the teacher manages the class by acting as a moderator during
understanding in following the instructions in the LKPD and the model the presentation, up to the reinforcement of the material.
teacher's explanation. The second activity to achieve the first learning
Furthermore, the teacher conducts an open class (do) beginning
objective is observing the syringe where the needle has been taken.
with opening learning activities with greetings and prayers led by
Only the syringe and piston are left. This experimental activity was to
students to train students' leadership and religious spirit and remind
keep the compressibility properties of three forms of objects, and
them of the previous material that has been studied, namely
students succeeded in drawing the correct conclusions. All groups
exponential numbers, then relating it to the topic to be reviewed,
correctly answered the compressibility property of the three different
namely finding the definition of exponential numbers. Displays daily
states of matter. Solids, sequentially liquids and gases possess the
facts in dividing single-celled animals and the volume of a cube-shaped
greatest compressibility.
aquarium and its relationship to the learning objectives to be achieved.
The second learning objective is to describe diffusion events in In this session, the students' enthusiasm began to learn more about the
liquids and gases in everyday life. For the second learning objective, material related to the facts presented.
students were given an explanation in advance about the definition of
After conducting the open class, reflection was then carried out.
diffusion, then sprayed perfume over the room, after which students
Based on the observer's observations, several facts were found that
were asked to observe how the smell of perfume could reach the
several group members could not work together with group members—
students' noses. The second learning objective has been achieved, as
waiting for the results of his friend's work. It was also found that several
evidenced by students explaining how their noses can smell students'
group members who did not follow the steps for working on the LKPD
aromas at a certain distance from where they spray perfume. The third
for a week found themselves confused and completed the LKPD and
learning objective is to describe the particles of each state of matter:
practice questions. Students feel impatient and immediately work on
solid, liquid, and gas. Students still need clarification about how to tell
practice questions and eventually encounter difficulties. So, the role of
the third particle of the shape object's shape model. The teacher re-
the teacher becomes essential to be a good facilitator. In addition, it was
explains, starting from the beginning, the properties of solids seen from
also found that some students did not pay attention to their friends
changes in shape based on the container, compressibility, and diffusion
during the presentation. So, it is essential to pay attention to the layout
properties. However, students still need to understand. Only two
of the LCD or the display media for the results of group discussions so
children could understand how to describe the form of the third
that all students can pay attention. No less important is the teacher's
particle of matter.
instructions as a moderator to condition students to pay attention to
After reflecting and making conclusions, the model teacher their friends during presentations. So some of the suggestions given are
provides material reinforcement for the properties of solids, liquids, names of students who need special attention, which needs to be
and gases, gives examples of objects, and asks students to imagine each applied to a different learning model (differentiation) to achieve
instance of the things mentioned. Finally, students can understand the learning mastery—also technical matters such as the location of
shape of the third particle of matter. Then, students can independently learning media, table setting and others.
describe the conditions of solid, liquid, and gas particles. With Lesson
The next cycle is on Arabic language subjects. At the planning stage
study, we learn about student activities during learning: students who
(Plan), discussion activities are carried out with partner teachers and
know and have learning difficulties. Observers from teacher friends
lecturers to determine the best learning strategy that might be
help model teachers find students with learning difficulties.
implemented, starting with the presentation of Arabic teaching tools so
Cooperative learning makes it easier for students to understand and
that some constructive input is obtained which was not previously
find meaningful learning in the material properties of solids, liquids,
thought of by the model teacher to add treasures and learning strategies
and gases.
by made some changes or modifications, such as in LKPD, where at first
The second cycle was carried out for mathematics subjects. Stages individuals were assembled into groups considering that Arabic lessons
of planning (plan) Partner teachers and lecturers discuss to determine were limited to 1 lesson hour (40 minutes).
teaching materials and learning strategies appropriate to the first plan.
In implementing open classes (do), learning Arabic can be carried out
Differentiated cooperative learning is the best choice considering the
according to a predetermined schedule. There is a minor obstacle in that
need for students to learn to work together and the presentation of

48
 Aguanda et al.: The effect of... Delta-Phi: Jurnal Pendidikan Matematika, 1, 46-50, 2023
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